**Overview of Interventions for English Learners (provided for the 2007 Broad Prize visit). Not available online.
Additional Article on Interventions Forthcoming from LBUSD
Coordinated Interventions to Support Student Learning (provided for the 2007 Broad Prize visit). Not available online.
Board Policy on Student Promotion/ Retention/ Intervention (provided for the 2007 Broad Prize visit). Not available online.
Academic English Language Development
**LBUSD Rationale and Approach to Academic Vocabulary from Academic Vocabulary Instruction (Teacher’s Guide). Not available online.
**Scarcella, R. (April, 2003). Academic English: A Conceptual Framework. University of California: Linguistic Minority Research Institute. Available at http://escholarship.org/uc/item/6pd082d4
In this report, Scarcella notes that academic English, a cornerstone of determining academic and socioeconomic success, is often ignored or under-emphasized in elementary and secondary schools. Drawing upon various research studies, Scarcella proposes a framework that is based upon the notion that academic English includes multiple, dynamic, and interrelated competencies. Furthermore, the framework includes information concerning the psychological, social, and cultural factors associated with academic English.
Meltzer, J., & Hamann, E. (2005). Meeting the Literacy Development Needs of Adolescent English Language Learners Through Content-Area Learning. Providence, RI: The Educational Alliance at Brown University. Available at http://www.brown.edu/academics/education-alliance/publications/meeting-literacy-development-needs-adolescent-english-language-learners-through-conte-0
This report focuses on classroom teaching and learning strategies for English language learners (ELLs). The authors argue that there is a substantial overlap between research on effective practices to promote adolescent academic literacy and research on effective instruction for ELLs. Therefore, such practices will support the literacy development and content-area learning of both ELLs and other adolescents. Finally, such practices should be a part of pre-service and in-service professional development.
**This document is considered a priority reading.